Banca de QUALIFICAÇÃO: CLAUDIA GEAN CARNEIRO ARAUJO

Uma banca de QUALIFICAÇÃO de DOUTORADO foi cadastrada pelo programa.
STUDENT : CLAUDIA GEAN CARNEIRO ARAUJO
DATE: 30/10/2024
TIME: 14:00
LOCAL: UFRN - remoto
TITLE:

FROM PRESCRIBED TO PERFORMED WORK: TEACHERS’ LITERACY PRACTICES IN THE NOVO ENSINO MEDIO

KEY WORDS:

Novo Ensino Médio. Teacher literacy practices. Work literacy. Prescribed and performed work.

PAGES: 139
BIG AREA: Lingüística, Letras e Artes
AREA: Lingüística
SUBÁREA: Lingüística Aplicada
SUMMARY:

Through all the their professional career, teachers experience educational changes that impact their pedagogical practices. An example of this is the Novo Ensino Medio (NEM), the most recent reform of the last Basic Education stage in Brazil. This change, implemented in Brazilian schools in 2022, besides jeopardizing the student’s basic scientific formation, does not consider the structural conditions of schools or the qualification of educational agents, especially teachers; therefore, producing dissatisfaction and demands by students, educators, researchers, and educational institutions to revoke this change. Considering this, this doctoral thesis investigates in general how the language teachers’ literacy practices gets closer or distant from the Novo Ensino Medio prescribed work. Specifically, it aims to: i) analyze the prescriptions of official documents that guide language teaching in the NEM; ii) specify the knowledge that language teachers from a Brazilian school have about the prescriptions of the NEM; iii) map language teachers’ literacy practices on the work done in the NEM; and iv) discuss to which extent it is possible to perform the work consonant referred prescriptions. Methodologically, this research is within the Applied Linguistic area in an interdisciplinary dimension (Moita Lopes, 2006), considering that it interacts with other fields of knowledge such as human and social sciences. Embracing a qualitative paradigm with an ethnographic and interpretative bias, this investigation focus on work situations lived by nine language teachers of a Brazilian public school and seeks to bring upfront the discourses of these professionals, giving them visibility, possibility of reflection and critical positioning in the face of a change that is already taking place in the current educational scenario. In theoretical terms, the research is supported by studies of literacy as a social practice, based on Street (1984, 2011, 2014); Barton, Hamilton and Ivanic (1993); Kleiman (1995, 2016); Hamilton (2000); with a focus on Labor Literacy, based on what is established by Souza-e-Silva and Faita (2002), Paz (2008), Costa (2019) and Costa (2016, 2020). About the approach to genres, it is based on the assumptions of Bronckart (1999, 2023) and Marcuschi (2000). On the prescribed and performed work, it is based on the studies of Bronckart (2006, 2008), Lousada (2006) and Machado (2002, 2004, 2007). Regarding the studies about educational reforms, it is based on the discussions of Cassio and Goulart (2022); Costa e Silva (2019); Frigotto (2016). The analysis, which is still preliminary, points to the existence of a gap between the prescribed and the performed work, since the literacy practices of language teachers working in the Novo Ensino Medio are distant from what is recommended in the official documents in effect. Furthermore, it is observed that the teacher's activities find problems to be developed satisfactorily because of the absence or insufficiency of in-service education and the fact that schools have not been pedagogically and structurally prepared to offer the curricular components provided for by the NEM.

COMMITTEE MEMBERS:
Presidente - 1674285 - ANA MARIA DE OLIVEIRA PAZ
Interna - 1011609 - ALANA DRIZIÊ GONZATTI DOS SANTOS
Externo à Instituição - EDMILSON LUIZ RAFAEL - UFCG
Externa à Instituição - MARIA APARECIDA DA COSTA